This presentation outlines the implementation of e-portfolios as an assessment tool in a clinical practicum undergraduate course at a university in New Zealand. Having used pen and paper portfolio, in the multi-components assessment of this course students reported their concern that the nature of portfolio as a hard -copy document did not lend itself to further use in their careers. An action research project was designed to address students’ experience by offering flexible learning opportunities and diversification of various modes of assessment using Mahara ePortfolio system. ePortfolios allow the demonstration of learner achievements and competencies where the electronic repository of artifacts facilitate the transition from study to employment. Drawing on online surveys, semi -structured interviews with students and ePortfolio analysis, this research will examine students’ experiences and challenges of using ePortfolios, as well as potential strategies for improving the use of ePortfolio as an assessment tool in similar work integrated courses. Dilani Gedera (PhD) is an eLearning Designer at the University of Waikato. She provides eLearning support and training on all aspects of teaching and learning for staff She has a PhD in eLearning from the University of Waikato, and has worked as a lecturer in New Zealand, Sri-Lanka and Malaysia for 14 years. Her research focuses on educational technologies and the ways they can enhance learner engagement in blended and fully online learning environments. Kyle J. H. Smith is a Clinical Psychologist and Senior Clinical Tutor at the University of Waikato, where she teaches, conducts research, and has a small private practice. Specialising in the assessment and treatment of anxiety, her areas of focus include perinatal mental health, cognitive-behavioral therapy, and supervision.

1. The use of ePortfolios for assessment in Clinical
Practicum: Opportunities and Challenges
Dilani Gedera (PhD) and Kyle Smith

2. OVERVIEW
• Case study
• Background
• Process and implementation
• Methodology
• Findings
• Suggestions for improvement

3. CASE STUDY
• Psychology - clinical practicum
• Second year graduate paper
• 2017 semester A
• 8 students

4. CASE STUDY
• Mature students
• Family and other commitments
• Lecturer and field clinical supervisor and
university supervisor

5. BACKGROUND
• Pen and paper version of portfolio
• Restrictions - flexibility in accessing, updating,
and searching for relevant documents
• Nature of hard-copy portfolio did not lend itself
to further use in their careers

6. THE STUDY
• ePortfolio
• action research
• Feedback from students using surveys
• Action plan

7. EPORTFOLIO CONTENT
ePortfolio content (work-integrated learning
documents
• contracts
• agency policies and legislation
• completed assessments
• documented activities on placement
• supervisor evaluations
• clinical logs

8. • Sample contextualised ePortfolio
• Introduction to ePortfolio workshop
• Ongoing support
PROCESS AND IMPLEMENTATION

9. • Technical difficulties at the beginning
(workshop)
• Log in issues
• Lecturer resigned
PROCESS AND IMPLEMENTATION

10. METHODOLOGY
• Online surveys
• Semi-Structured interviews
• ePortfolio analysis
• Document analysis (researchers observations/notes)

11. DATA ANALYSIS
• Nvivo
• Thematic analysis
• Themes:
access to ePortfolios
sharing their work
challenges of using ePortfolios
future use of ePortfolios

12. FINDINGS
Students’ experiences and challenges of using
ePortfolios

13. FINDINGS
Students’ experiences and challenges of using
ePortfolios

14. FINDINGS
Students’ experiences and challenges of using
ePortfolios

15. FINDINGS
Challenges

16. FINDINGS
Challenges
• Learning a new system
• Multiple guides – clinical guide, Mahara guide
• Technical difficulties at the beginning
“Just having to learn a new program whilst keeping on top
of everything else we have to do”
“It is not straight forward and using the help files is taking
time”
“the workshop didn’t run as planned, because the
computers weren’t working”

17. FINDINGS
Challenges
• Repetitive task – ePortfolio and emailing
• Delete comments
“we have to hand in and then have to email the
same stuff to an administrator”
“we could delete the feedback after you got it, but
the icon was still there and the message says the
comment was deleted by the owner”

18. FINDINGS
• Inadequate understanding of how ePortfolio is
used
• More time needed for familiarisation of software
• Varied levels of technical capabilities

19. FINDINGS
Students’ suggestions for improvement
• Timing – make resources available prior to
semester
• One place for all documents/guides (Moodle?)
• Avoidance of repetitive approach

20. FUTURE IMPROVEMENTS
• ePortfolio hands-on workshops (2-3 sessions)
• Google docs for ongoing activity records
• Introduce ePortfolios in year one

21. Contact Details
Dilani Gedera, PhD
eLearning Designer
University of Waikato
Centre for Tertiary Teaching and Learning
dilani.gedera@waikato.ac.nz
http://www.waikato.ac.nz/staff-
profiles/people/dgedera